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The purpose of this article is to describe the EXO OLO TASK Learning Model as a learning model that can develop variative and creative learning activities. This model is also relevant to the 21st century learning skills and Curriculum 2013 learning. This article is a conceptual idea based on underlying theories and concepts and supported by empirical data because it was developed in dissertation research using the ADDIE development model. This model has four syntaxes, namely, 1) strengthening concepts, 2) EXO TASK, 3) OLO TASK, 4) Reflection. The advantages of this learning model are: 1) can develop creativity, critical thinking, communication and collaboration and higher-order thinking skills of students as the core of 21st century learning, 2) can develop higher quality learning activities and more complete learning experiences, 3) the multilevel and challenging questions is the trigger for the expected learning activity. The application of this learning model can help teachers to answer basic questions about 21st century learning that is "what should students do at class?".

This article was written to explain the suitability between the scores of advance learning activities achieved by students with the "gain score" from the results of the pre-test and post-test of HOTS questions. Advance learning activities include, 1)analyzing, 2)communicating/dialogue, 3)discussing/collaborating. Whereas HOTS question is a question that testing students’ creativity and strategy in solving problems and is at the level of C4 (analyzing), C5 (evaluating) and C6 (Creating). EXO OLO TASK Learning Model was applied in this quasi-experimental research for four meetings in class X IS 1. The model was practiced by a model teacher and learning activity data was collected by six observers. The suitability was obtained by percentage analysis and strengthened by correlation test with the help of SPSS version 20. The results showed that, 1) during learning, all students showed consistent basic learning activities; 2) most students had a "gain score" in the medium category. While 24.13% of students were able to reach high categories and only 6.89% of students with low gain scores, 3) 65.51% of students had scores of learning activities that match the "gain score" and 34, 48% did not. The implementation of this model has only been applied in one class and one school so that it is necessary to implement it in broader classes and schools.